Matt McLain, Senior Lecturer in Teacher Education, Liverpool John Moores University m.n.mclain@ljmu.ac.uk
When I moved into initial teacher education (ITE) at Liverpool John Moores University (LJMU) in 2009. ITE Recruitment for D&T was healthy, both at LJMU and nationally. We had 44 student teachers across our D&T and Engineering PGCE courses, plus an undergraduate programme training teachers of D&T for key stage 2 (upper primary) and 3 (lower secondary). This was the peak of our recruitment after the 2008 recession, and as business and industry began to recover, so the number of career changers dropped. With the exceptions of a few blips, the numbers of student teachers in the subject continued to decline - up to its lowest point in 2018/19.
The graph above presents data from the national ITT Census, which collects information from providers each year on the numbers of student teachers recruited and enrolled in ITE courses in England. Despite rhetoric on the recruitment rate rising to from 26% (2018/19) to 75% (2020/21) to the target (which still isn't great!), this magnifies the actual increase, as the target numbers were progressively lowered each year during the same period. In short, over the last 6 years that data has been gathered, D&T ITE has fallen short every year. It could also be argued that the increase in 2020/21 recruitment is a direct result of the COVID-19 pandemic, with more people considering career changes as a result of being furloughed, or simply unable to apply for jobs. NFER published a report on ITT recruitment during COVID-19 in September 2020 suggesting that the surge in recruitment was likely to close the gap in most subjects except D&T and physics. It is positive that numbers have begun to rise over the last three years, but I suspect, from conversations with colleagues, that recruitment for 2021/22 will fall again. According to current UCAS data on the number of applicants to D&T ITE courses and offers made there were 210 offers and 880 applicants. At the same point last year there were 260 offers and 970 applicants. A 22% reduction in offers and 9% in applicants
"Despite a surge in applications to ITT and a likely increase in teacher retention, teacher supply gaps are unlikely to close fully this year. Accounting for increased recruitment and an increase in teacher retention rates, it is likely that trainee numbers in almost all subjects will meet the school system’s need for teachers in September 2021. This includes closing under-recruitment gaps in shortage subjects such as mathematics, MFL and chemistry, relative to teacher need. The exceptions are physics and design & technology." (NFER, 2020)
So why is this happening?
There are a few reasons:
We’re coming out of a pandemic and people are feeling more secure about jobs and careers, so some who might have considered teaching as a ‘safe’ option last year feel more confident about pursuing career choices they perceive to be more ‘risky’.
The Department of Education's (DfE) decided to reduce the number of subjects where student teachers receive training bursaries. Despite lobbying from the D&T ITE Community and the D&T Association, the DfE's stance remains firm.
Less funding available for pre-ITE Subject Knowledge Enhancement (SKE) courses for prospective student teachers. With D&T becoming increasingly multimedia and multidisciplinary in schools, beginning teachers need this support to develop their subject knowledge
So what does this all mean? And what can we do?
As groups and communities…
Break down the barriers between university and school based providers to speak with one voice when talk with the DfE:
Collectively develop links, and work, with the DfE to both understand and influence their decision making, regarding D&T. For example addressing the imbalance caused by grossly unequal bursaries;
Whether or not you are a fan of STEM (as an acronym), we need to lobby the DfE to have D&T recognised as a contributor to this agenda (again);
Work with industry and national organisations to build tangible support for ITE recruitment for D&T, including support for SKE - both before and after ITE;
Value research in D&T. Not just about teaching and learning, but about the impact and value of the subject - we need this evidence when lobbying the government departments;
Ensure that D&T develops as a modern and attractive subject, both to teach and to learn, beyond pockets of excellence. We need to work together to share ideas and practice, if this is going to happen. We will also need to be willing to let go of some old ideas, as we embrace new ones... and celebrate with is valuable about the subject;
As individual teacher educators…
Whether in university or school based programmes, we need strive to educate the best teachers of D&T that we possibly can:
As vital as practical D&T knowledge and skills are to the subject, it is also important that student teachers are politically and philosophically aware, as we all research literate - we need to understand not just how to teach our subject, but why we teach it;
We need to value and promote high quality subject specific CPD. Whilst it is great (in some respects) that the DfE recognise that teachers need better support, introducing the early career framework in September 2021, generic CPD is not the answer. For early career teachers (ECTs) to flourish, they need to see that the extension of their ‘welcome’ to the profession from the one year NQT to the two ECT induction is not just a stronger shackle. There is limited time in a one year postgraduate ITE course to develop subject expertise (both in primary and secondary);
Reach out to final year undergraduate students on D&T related degrees, encouraging them to consider D&T, rather than the more lucrative STEM subjects blessed with a large bursary (a hard task!);
Use social media to promote teaching the subject, with good news stories about student teachers. Encourage student teachers doing innovative things to write about it on blogs and for publications the D&T Association’s D&T Practice - after writing a Masters Level assignment, a 1000 work article is a walk in the park!
Final, things in education tend to go in cycles, so let’s work together and keep the faith!
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